linc.southark.edulinc.southark.edu/Library/LIBRARY SELF STUDY.doc · Web viewAssumption 2: All media resources will be catalogued in accordance with current national standards and

SOUTH ARKANSAS COMMUNITY COLLEGE

LIBRARY MEDIA CENTER SELF STUDY

Standard Title: ALA Standard for Community, Junior, and Technical College Learning Resource Programs (1994)Standard One: ObjectivesDate of Response: May 18, 2003Response by: Francis Kuykendall, Interim Director

Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:

1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary

SC1-10-100 The college shall develop a comprehensive mission statement for the learning resources program based on the nature and purpose of the institution.

Rank 3.

SC1-10-101: The mission statement shall be developed by the learning resources staff in consultation with the widest possible representation of the college community and shall be reviewed periodically.

Rank 4.

SC1-10-102: The mission statement shall be used, along with institutional educational goals, in the annual planning process. (Use Lib. Ref. Sec. 24 – SACC Goals Statement)

Rank 3.

SC1-10-103: All component unity of the learning resources program, whether administered centrally or by campus units, should be clearly defined. (Is not included – develop the section – Include: Public Services, Reference Services, Technical Services, and Administrative Services 1) mission, 2) goals, and 3) assess objectives/criteria)

Rank 2.

SC1-10-104: The learning resources program shall be integral part of the institution’s process for the improvement of instruction.

Rank 2.

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Assessment Title: QuestionsDate of Response: November 6, 2003Response by: Francis Kuykendall, Interim Director



AS1-10-105: Is the academic performance of students improved through their contacts with the library?

Rank 2.

AS1-10-106: By using the library, do students improve their chances of having a successful career?

Rank 2.

AS1-10-107: Does the library’s bibliographic instruction program result in a high level of “information literacy” among students?

Rank 2.

AS1-10-108: As a result of collaboration with the library’s staff, are faculty members more likely to view use of the library as an integral part of their courses?

Rank 2.

AS1-10-109: Are students who use the library more likely to lead fuller and more satisfying lives?

Rank 2.

The changes in library users are questions that should be addressed to assess outcomes.


Assessment Title: OverviewDate of Response: May 2, 2003Response by: Francis Kuykendall, Interim Director



The value of the library may not be realized by faculty, staff, administration and other constituents.

Check use of the library in syllabi

Check syllabi for library assignments

AS1-11-110: Are there exit assessments for the students? If so, are there questions regarding library services?

Assessment observed through users interaction with LMCs collection, services, and programs.Apply assessment to faculty, students, and all clients.

Develop Assessment plan of measuring student learning, outcomes. See sec. 33 SouthArk.

Develop rubic for Assessment________Outcome___________Indicator_________Data Collection Method

“The purpose of all inputs is to achieve outcomes.” (ACRL White Paper)

Develop Assessment Matrix of collections, services, programs.


Assessment Title: OutcomesDate of Response: May 19, 2003Response by: Francis Kuykendall, Interim Director



AS1-12-111: Is the library’s mission statement clearly understood by the library staff and the college administration?

Rank 2.

AS1-12-112: Is the library’s mission statement reviewed periodically?No. The review of May 2003 shows outdated information and references. Mission, Goals, and Assessments need to be review and approved within the next 6 months so that a supportable assessment of the library services can be conducted.

AS1-12-113: How does the library maintain a systematic and continuous program for evaluating its performance, for informing the college community of its accomplishments, and for identifying and implementing needed improvements?

A systematic and continuous program for evaluating its performance is not clearly stated. Assessment Criterion 2 of the Mission Statement states a Title Accessibility Study should be conducted every 5 years. (If this refers to an inventory, was conducted May 2002. The assessment criteria are vague and difficult to document. What is expected from AC 4 “expert evaluation by the librarian and associate librarian”?

AS1-12-114: Is the library’s assessment plan an integral component of the institution’s assessment and accreditation strategies? For example, does the library revise and update its assessment procedures in conjunction with campus-wide planning and the actions of academic departments?

As of April 2003 this is being done. A complete review of Policies, Procedures, and Assessment criteria are being developed. These documents will be available by the Fall 2005 semester.

AS1-12-115: How does the library assess itself? (e.g. What quantitative and qualitative data does the library collect about its performances? How does it take into account special needs, such as those of physically challenged users?)

Assessment has been vague with quantitative data erratically collected and not very well organized. The filing method is difficult to decipher as well as to locate. Qualitative data cannot be located. Therefore,


assessment data is being collected from January 2003 forward. An effort will be made to locate previous assessment data.

AS1-12-116: What outcomes does the library measure, and how does it measure these outcomes?

The library will conduct and measure quantitative, qualitative and outcome based data and organize it in a narrative and matrix format.

AS1-12-117: How does the library compare itself with its peers?As of January 2003, no comparisons have been conducted or at least organized in an accessible fashion. As of this date an investigation of peer libraries and comparisons are being devised.As of November 2003, comparison data of peer libraries is being collected. The data will be used to clarify when SouthArk Library is in comparison to other Arkansas Two-year colleges. Also the data will be used for future planning.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Subtitle: AssumptionsDate of Response: May 27, 2003Response by: Francis Kuykendall, Interim Director



Assumption 1: All academic libraries will collect media resources.

Assumption 2: All media resources will be catalogued in accordance with current national standards and practices, including full subject access and classification.

Assumption 3: All academic libraries will provide adequate funding for media services and collections; “adequate funding” is determined by the library’s goals and objectives for media services and collections.

Assumption 4: The principles of collection management that apply to print and other library collections also apply to media resources. Media collections require policies and procedures for purchase, leasing, renting, deselection, resource sharing, and licensing.

Assumption 5: The principles of collection preservation that apply to print and other library collections also apply to media resources.

Assumption 6: The principles of library services that apply to other library services also apply to media services.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective One: MissionDate of Response: May 27, 2003Response by: Francis Kuykendall, Interim Director

Guidelines must be specific to programs, services, or staffing; identify a framework for developing services policies and procedures. (ACRL, 3)



OB1-10-118: Librarians should develop a mission statement for the media resources program based upon the mission statement of the library.

Rank 1. The ID recognizes an adequate mission statement for the media resources program does not exist or at best cannot be located. This will be worked on during the Fall semester of 2003.


FIGURE 1Student Learning Outcomes and Enabling Outputs

with Selected Performance Indicators

Student Learning Outcomes1. All graduates are information literate, prepared to be lifelong learners able to

effectively identify, access, and use a variety of information resources; proficient with appropriate information technologies; and able to evaluate and apply information to meet academic, personal, and job-related needs.

Performance Indicatorsa. Description of, number of student participants, and their perceptions of

effectiveness and benefits of independent learning opportunities related to information literacy (e.g., locally produced tutorials/instructional software; reference transactions involving substantive teaching; term paper or other individual research advising sessions; training videos; Web-based instruction; printed guides).

b. Documentation of the extent and effects of the integration of library and network resources use within academic programs and across the curriculum. For example, the number, type, and results of information literacy—related degree requirements, course requirements, and assignments in each academic program. Results might include the number students successfully completing assignments or courses, and actual student performance measures, such as grades, student self-evaluations, search logs/journals, course portfolio scores and tests.

c. Longitudinal data for same sample of students comparing freshmen’s or sophomores’ rating of their level of confidence about being able to perform specific information literacy skills to that of seniors or recent graduates.

d. Perceptions of recent graduates about how their information literacy skills training/experience from undergraduate study contributes to their success in graduate/professional programs.

e. Success in applying information literacy skills on the job as perceived by alumni and employers.

f. Description of the information literacy program’s reach and effects, including measures such as participation rate in formal and informal instruction/orientation; information literacy course completion rate and average grade per FTE student population; and an analysis of curricular penetration based on BI program statistics, student transcript analysis, or syllabi analysis.


g. Student (and of some items faculty and librarian) perceptions of the effects of network use on becoming information literate and academic performance, such as: Has student use of the network affected the quality of papers and projects? If yes, how? Have specific network resources or tools improved one’s ability to succeed academically? If yes, which tool/resources, and how?

2. All graduates possess the skills, abilities, attitudes, and knowledge specified in their academic programs.

Enabling Instructional Outputs and Good Practice Criteriaa. Undergraduate, specifically the general education program, and graduate

programs require students to become information literate.

Performance Indicatorsi. See above 1.b.-d., and f.

ii. Copy of undergraduate and graduate catalog or other program documents that specify information literacy requirement.

b. Sufficient and appropriate literacy, network, and other information and learning resources, equipment, and services are provided and/or made accessible regardless of format or learner’s physical location, and integrated into educational programs by required usage in courses across the curriculum.

Performance Indicatorsi. Number of hours students spend studying in the library and/or doing

library/network-based assignments. Data could be organized by academic program and correlated with GPA.

ii. To document access, use, and library infrastructure indicators, see selected performance measures in Access, Availability, Use and Infrastructure Measures (Input and Output Measures).

c. A computing environment supporting direct-user access for all academic staff and students, regardless of location or time, is effectively operating and reflects service linkages among complementary units providing library, computing, and network services.

Performance Indicatorsi. Data on perceptions of students, faculty, and staff of the effects of network

services, such as: Has the network changed the way you study, teach, or do your job?


Has the use of the network affected the quality of learning in the classroom?

Has the network affected the quality of your mentoring/advising relationship?

Has the network affected the way you do information retrieval, conduct research, or publish? If yes, how?

ii. Description, use of, and faculty and student evaluations of the benefits of Web-based instruction/training that librarians and others habe produced/coproduced.

iii. Perceptions of all campus stakeholders of if and how the network affects institutional image.

iv. Also see selected network access and use measures in figure 3, sections I and II.

d. New knowledge products and other instructional and information technology innovations to improve distance education and on-campus independent and course-related learning have been acquired and/or created locally by collaborations between library and other academic units.

Performance Indicatorsi. See 1.a. above.

ii. Data on the number of products, use statistics, description of relationship to educational goals, and student/faculty perceptions of benefits of electronic or multimedia programs acquired or prodeuced in collaboration with library departments.

iii. Quantitative and qualitative summary of the results of librarian memberships on instructional development/innovation committees and their collaborations with disciplinary faculty and other academic staff, particularly describing products or outcomes related to teaching and learning.

iv. See figure 3, sections I and II for selected access and use measures.

e. The academic environment is conducive to learning and promotes an awareness and appreciation of multicultural diversity.

Performance Indicatorsi. Data on the number of, description of the relationship to institutional goals

(e.g., multicultural diversity, study skills) and student/faculty perceptions of


benefits of exhibits, programs (lecture or films), multimedia, and Web-based programs acquired or produced/coproduced by library.

ii. Number of minority staff and student workers employed in the library/learning resources units.

iii. Number hours group study work spaces are used by students for peer learning and interaction.

f. Effective instructional practices are employed, such as peer group interaction, problem-solving assignments, appropriate use of instructional technology, and other active learning methods that increase the extent and quality of student involvement in learning.

Performance Indicatorsi. Data from syllabi analysis of types of assignments involving library/Internet

research.

ii. Student course evaluation ratings of the use and quality of active learning strategies such as required use of library and network resources. Web-based interactive tutorials, group projects, problem-solving assignments, etc.

iii. Student and faculty ratings of librarian teaching effectiveness.

iv. User survey data on effectiveness of independent learning programs such as audiovisual, multimedia, and Web-based instruction.

v. Number of hours group study work spaces are used by students for peer learning and interaction.

g. Instructional objectives and student outcomes are clearly specified in academic programs and services so that what students are expected to know and do is evident.

Performance Indicatorsi. Copy of the information literacy assessment plan, which includes a

description of expected information literacy outcomes/competencies for general education and other academic programs and how competency or proficiency is determined.

ii. Summary of learning objectives for various levels of information literacy instruction, including examples of lesson plans and assignments that specify illustrate these objectives.


h. Assessment plans, procedures, and processes are in place to evaluate and improve the quality and effectiveness of learning and teaching.

Performance Indicatorsi. Copy of the information literacy assessment plan, which includes

performance indicators for measuring student progress and achievement from college entrance/transfer-in to graduation; demonstrated application of good assessment practices, such as faculty involvement in developing plan; use of multiple methods to gather data; and statement of how assessment results are used for program improvement.

ii. Copy of the library’s assessment plan, as well as examples of questionnaire items included in other units’ evaluation instruments related to library/network resources and services.

3. Graduates pursuing postbaccalaureate study possess the knowledge and skills to succeed in graduate/professional programs.

Performance Indicatorsa. Survey data of samples of recent graduates about how their information

literacy skills training and experience from undergraduate study contribute to their success in graduate/professional programs.

b. Self-report data from graduating seniors rating their perceived ability to apply information literacy skills to graduate study and research.

c. Data from analysis of senior seminar and capstone experiences and portfolios used in specific academic programs.

4. Graduates have the knowledge and skills to conduct an effective job search.

Performance Indicatorsa. Survey data of recent graduates’ perceptions of usefulness of job-seeking

library and network resources and library sponsored or cosponsored workshops, exhibits, and services.

b. Number, description of, and student perceptions about the benefits of library, computer and related information technology work experience programs, and internships.

c. Number of hits library-maintained Web pages receive dealing with careers and job hunting.


FIGURE 2Other Institutional Outcomes and Outputs

to Which Libraries Contribute

I. Faculty/Academic Staff Research and Scholarly Productivity and Professional Development Outcomes

1. Faculty/academic staff are active professionally and contribute to research, scholarly/creative works, and community service.

Performance Indicatorsa. Data documenting faculty/academic staff perceptions and experiences

regarding the effects of network services and resources, such as: Has the use of the network affected the quality of teaching material

used in the classroom? If you depend on the network for your work, for what types of uses do

you depend on it? Has the network affected the way you do literature searches, conduct

research, communicate, or publish? If yes, how?

b. Description, use of, and faculty and student evaluations of the benefits of Web-based and various instructional innovations in which librarians have been involved in the planning, development, or production.

c. Total number of grants secured, publications, presentations, creative works, instructional development projects, and community service projects, with the number and percentage of those benefiting from the use of library/research-support services.

d. Summary data of promotion, tenure, and merit awards for librarians, faculty, and other academic staff.

2. Faculty, librarians, and other academic staff maintain excellence in teaching and equivalent academic support roles.

Performance Indicatorsa. Student course evaluation ratings, including the use of active learning

strategies, such as required use of library and network resources, group projects, and problem-solving assignments.

b. Student and faculty class evaluations of librarian teaching effectiveness, especially use of active learning strategies.

c. Data on effects of network services on performance, such as selected data for 1.a. above.


d. Description of the faculty/academic staff development program that includes data on the number, type, and attendee perceptions of the quality and benefits of training and other staff development opportunities.

II. Institutional Viability and Vitality Outcomes and Outputs1. Student and staff recruitment and retention rates meet institutional targets

and staffing needs.

Performance Indicatorsa. Percentage of new faculty, librarian, and staff hires and new students who

indicated that specific library resources and network services affected their decision to come to the institution.

b. Qualitative data describing reasons for student attrition and faculty/staff resignations.

c. Report organized by colleges or academic programs, (including the library) summarizing number, percentage, and race/ethnicity of students ( student workers for the library), faculty, librarians, and staff, as well as staffing needs in relation to enrollments and program needs.

2. The campus environment and morale promote operational excellence and effectively support institutional goals.

Enabling Inputs and Outputsa. Campus revenue is sufficient to support educational programs and other

operations.

Performance Indicatorsi. Description of library’s Success in fund-raising activities and grants.

ii. Data on expenditures connected to academic program benefits, possibly also including costs of unmet demand/needs.

b. The campus governance structure includes appropriate staff and students in its committee memberships and contributes significantly to campus programs and services.

Performance Indicatorsi. Quantitative and qualitative summary of the results of librarians’

memberships on campus committees and their collaborations with faculty and other academic staff, particularly describing products or outcomes relating to teaching, student services, collection development, information technology planning, and assessment.


c. Institutional units cooperate and the institution collaborates, as appropriate, with neighboring K-12 schools, community colleges, and other organizations to improve education at all levels.

Performance Indicatorsi. Copies of cooperative resource-sharing agreements and contracts, as well

as other cooperative agreements, including documentation of the benefits to students and the cooperating units.

d. A computing environment supporting direct-user access for all academic staff, regardless of location or time, is effectively operating and reflects formalized service linkages among complementary units to support teaching, research, and administrative functions.

Performance Indicatorsi. Perceptions of all campus stakeholders of how the network affects

campus operations and institutional image

ii. Description of computing/network environment focusing on use statistics, benefits, and service linkages

e. Campuswide assessment plans and procedures, developed by appropriate segments of the institution, are effectively employed to advance institutional goals and objectives.

Performance Indicatorsi. Copy of the library’s assessment plan(s), which includes demonstrated

application of good assessment practices as well as examples of questionnaire items included in other campus units’ evaluation instruments related to library and network resources and services.

f. The faculty and staff professional development program is operating effectively.

Performance Indicatorsi. Description of the faculty/staff development program, which includes data

on the number, type, and attendee perceptions of the quality and benefits of training and other staff development opportunities.


FIGURE 3Access, Availability, Use and Infrastructure Measures

(Input and Output Measures)

I. Access and Availability Measures(Where applicable, provide data separately for off-campus access/distance learners.)

1. Proportion of collections/materials listed in OPAC.

2. Extent and ease of access to library catalogs and databases for all campus constituents, but particularly distance learners.

3. User satisfaction/success rate in finding and obtaining materials.

4. ILL/document delivery fill rate and turnaround time.

5. Description and results of cooperative resource-sharing agreements and contracts with external information and document providers, including the benefits to students and cooperating units.

6. Speed of recall for items on loan requested by other users.

7. Match of hours open and electronic resources and services availability with user needs.

8. Speed and accuracy of reshelving of materials.

9. Description of how disabled users can access library resources.

II. Use Measures(Includes reference and other user assistance services that use.)

1. Number of remote and nonremote log-ins to OPAC and other networked resources per capita.

2. Number of searches from remote and nonremote terminals per capita.

3. Number of hits library-maintained Web pages receive.

4. Number and/or percentages of faculty, students, staff visiting library-produced parts of the CWIS.

5. Entrance gate counts per FTE and/or number of sign-ups for group study rooms.


6. Number of courses and students by academic program requiring use of library and network resources.

7. Circulation and in-house use of collections per FTE user and organized by academic program/major and user category.

8. Number of instructional software items delivered or charged out to faculty for classroom use in proportion to faculty population by academic program.

9. User satisfaction with use of selected materials, services, and facilities.

10.User satisfaction with availability and quality of reference assistance.

III. Infrastructure MeasuresA. Human & Fiscal

1. Number of professional staff and how they are deployed to support campus and library mission and goals (could include comparisons to peer institutions and/or ACRL standards).

2. Ratio of reference and instruction/training services staff to users and/or potential users (could include data documenting unfilled training demand).

3. Expenditures connected to academic program benefits, documenting costs of unmet demand/need.

B. Quality of Collections and Learning Resources (See also relevant measures in I and II above)

1. Statistics, organized wherever possible by academic program or broad discipline, of the number of locally held or accessible collections and learning resources, and a description and assessment of how these support the curricular, cocurricular, and faculty research needs.

2. Currency of materials for specific academic programs.

3. Provision of multiple copies of high use items.

4. Flexibility of budget to respond to new subject areas.

5. Adequacy of library collections compared to peer institutions.

6. Description and results of periodic collection evaluations.

C. Facilities/Equipment


1. Description of extent of campus network and its components; number of public access stations; number and percentage of classrooms, student labs, residence halls, and faculty offices that have access to campus network; and number of dial-in and other access modes for off-campus students and staff.

2. User perceptions of the quietness of the study environment.

3. Number of seats and group study/workrooms per FTE and stakeholder perceptions about adequacy of such space.

4. Documentation on equipment (e.g., photocopiers, computer workstations) replacement and maintenance, along with user satisfaction ratings.

Figures 1 through 3 copied from College & Research Libraries, November 1998.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Two: Organization and AdministrationDate of Response: May 27, 2003Response by: Francis Kuykendall, Interim Director



SC2-20-200: The responsibilities and functions of the component units of the learning resources program within the institutional structure shall be clearly defined.

SC2-20-201: The duties and responsibilities of the chief administrator of the learning resources program shall be clearly defined within the institutional structure.

SC2-20-202: The learning resources program administrator shall be professionally trained and knowledgeable about learning resources, information, and/or media materials and services.

SC2-20-203: The comprehensive learning resources program shall include a variety of services which are organized into functional units.

SC2-20-204: The administrator and professional staff should be involved in all areas and at all levels of academic activities and institutional planning.

SC2-20-205: Advisory committees should be formed to provide essential information to the staff and to serve as a link with users.

SC2-20-206: Administration of the learning resources program should be based on staff participation and consensus.


Assessment Title: AdministrationDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



AS2-20-207: How does the library administration encourage effective use of available library resources?

Rank 3.

AS2-20-208: What is the statutory or legal foundation (e.g., college bylaws) for the library activities?

Getting that

AS2-20-209: To whom does the library director report? Is that reporting relationship appropriate?

Vice President of Academic Affairs or Workforce Development

AS2-20-210: Is there a document that defines the responsibilities and authority of the library director?

Getting that

AS2-20-211: Does the library have a standing advisory committee?No, there is not a community advisory committee.

AS2-20-212: Does the committee have adequate classroom faculty and student representation?

Rank 3. Students and administrators are not represented.

AS2-20-213: How effective is the committee?Rank 2. Due to the lack of a clear mission, the committee is not in position to develop a strategic plan. The committee can be even more effective when its purpose is determined, and the members are directly informed and involved in the state of the library. The Interim Director is developing a planning document that will increase the committee’s role in the planning process.

AS2-20-214: How effective are the policies and procedures that determine internal library governance and operations?


Rank 2. An organized Policies and Procedures Manuals are not available. Random documents are available on library issues. The library staff works well together to communicate on policies and procedures; however, this method is not acceptable in the future. The Interim Director is reviewing the existing documents and will make a list of the missing recommended documents. The Library Tech I will develop a format and input the existing documents. These documents will be presented to the Library Committee at its first meeting of the Fall 2003 semester for review. The Interim Director will discuss with the Committee the need for developing and reviewing the Policies and Procedure Manuals. This will be an initial step to involving the Committee more in the Library operations. New and revised documents will be sent to the appropriate committees and levels of Board approval by January 2004.

AS2-20-215: Does the library operate in accord with the spirit of the ALA “Library Bill of Rights”?

Rank 3. The Library Bill of Rights needs to be publicized more to again additional input from the stakeholders.


Assessment Title: Communication and Cooperation Assessment Date of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



AS2-21-216: Is there effective communication within the library that allows for a free flow of administrative and managerial information?

Rank 4. The library staff communicates verbally and by e-mail.

AS2-21-217: Are staff members encouraged to suggest new ideas or procedures to improve operations or working conditions within the library?

Rank 4. An atmosphere exists that allows a free flow of ideas. The Interim Director actively solicits suggestions and recommendations from the staff. She relies heavily upon their expertise and their ability to solve problems creatively.

AS2-21-218: Is there a process to facilitate this? Rank 3. There isn’t a form for suggestions and recommendations. This might be considered if the staff feels it is necessary. However, if they are satisfied with the informal method of communication, then that is acceptable also.

AS2-21-219: Does the library have a regular means to exchange information with the campus?

Rank 2. The Library Tech II electronically distributes a list of new resources and this is well received. The Interim Director does not communicate adequately with the staff and faculty regarding the services of the library. Perhaps the Library Web page could be used for more effective communication. There is a hesitation to send SACC-all emails because of the tendency to flood the faculty. This is a point that needs to be discussed with the staff and the Library Committee.

AS2-21-220: Has the library established cooperative working relationships with other departments on campus?

Rank 3. Perhaps the most involved cooperative working relationship is with the Information Technology department. Some of the Comp II teachers use the library as well as science, and health. Again this communication is deficit and the Interim Librarian needs to work on this.


AS2-21-221: If the library and information technology are administrated separately, does the organizational structure provide opportunities for productive communication and collaboration?

Rank N/A. These two departments are structured together. The Interim Librarian recommends that the budgets be separated for more detailed expenditures for equipment purchases and supplies. The software needs to remain as part of the Library budget to keep all the resource expenses in one fund.

AS2-21-222: Is the library able to obtain technical support for information technology in the form of in-house expertise to provide electronic resources to on-site and remote users?

Rank 2. Information Technology is most helpful and willing to help; however, the library staff needs to become self-sufficient. The Library Tech II is very capable with level I support; however, all of the staff needs to be familiar with more advanced technical support systems.

AS2-21-223: Is the capacity of the campus network sufficient to provide reasonable response time for local and remote information resources?

Rank 2. This area will always need upgrading and should not reflect upon the human services of the network. Funding is the problem here.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy One: PlanningDate of Response: May 27, 2003Response by: Francis Kuykendall, Interim Director

Evaluative Criteria



SU2-20-224: Does the institution include library participation in its planning process?

Rank 2. While a library representative is part of the Planning Council and the President’s Council, the ID believes inclusion in the institution’s long tern planning process is necessary for the library so that human, document, and hardware resources are available. An example of the lack of inclusion is the distance education courses. The library staff was not involved in the initial planning; therefore, the school is not able to provide the same services to off-site students as are available for on-site students.

SU2-20-225: Are there plans for future library development?Rank 1. As of January 2003, the ID has not located a strategic or long-term plan for the library. This is a major concern. Planning documentation is not available and is having to be developed with the help of the Library Committee and interested faculty. Currently students and resident patrons are not in the planning strategy because of lack of inclusion structure. There are three different planning strategies being considered: GAP, Users Need Analysis, and Strategic Plan. Perhaps a combination of the three is appropriate. This is something that the Library Committee may discuss. As of September 2003 a strategic plan is being developed.

SU2-20-226: Is the mechanism for making these plans adequate?Rank 1. The mechanism for library planning is not currently adequate but with the ID self-study via answering these questions a plan is developing that will be presented to the Library Committee and the library staff and faculty.


SU2-20-227: Do the plans show appropriate consultation within the university?Rank 1. This is an N/A currently, but college consultation will be part of the Plan.

SU2-20-228: Is the library staff properly involved in planning and decision-making?

Rank 3. The staff will be given some of these questions to have input on. The ID will not expect the library staff to comment on all of the sections because of the time requirement.

SU2-20-229: Are there appropriate strategies for reaching stated goals?Rank 1. This is being developed.

SU2-20-230: Are the goals and timetables realistic?Rank 1. This is being developed.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objectives Two: Organization/AdministrationDate of Response: May 27, 2003Response by: Francis Kuykendall, Interim Director



OB2-20-231: The responsibilities and functions of the media resources program should be clearly defined within the organizational structure of the library. The administration of the library should assign responsibility for the media resources program to a librarian.

Rank 1. This does not exist and will be worked on during the Fall semester of 2003.

OB2-20-232: The librarian responsible for the media resources program should take a proactive role within the institution, beyond the library, working cooperatively and collaboratively with personnel in other media-related units on the campus.

Rank 2. This role has not been sufficiently defined for the future; however, a preliminary step has been made with the distance education and Information Technology departments.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Three: StaffDate of Response: May 8, 2003Response by: Francis Kuykendall, Interim Director



SC3-30-300: Sufficient and qualified professional and support staff should be available to implement the services which the program is responsible.

SC3-30-301: The professional staff member shall have a graduate degree form an accredited institution and shall have faculty status, benefits, and obligations or the equivalent.

SC3-30-302: Professional staff should belong to and participate in library, learning resources, media, and other appropriate associations. Professional development should be encouraged through direct financial support of attendance and participation in local, state, and national organizations.

SC3-30-303: The changing nature of learning resources programs and ongoing changes in technology and mandate regular staff participation in continuing education.

SC3-30-304: Technical and classified personnel should have appropriate specialized training or experience. Classification, status, and salary should be equivalent to those provided for other institutional employees with similar qualifications.

SC3-30-305: Student assistants perform a variety of tasks that assist and complement professional staff, clerical staff, and technicians. Student assistant programs offer work opportunities and career exploration for student workers.


Assessment Title: StaffDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



AS3-30-306: Does the library employ staff capable of supporting and delivering information in all available formats, including electronic resources?

Rank 4.

AS3-30-307: Is sufficient budgetary support provided to ensure the ongoing training of all staff?

Rank 1.

AS3-30-308: Does the library have qualified librarians, other professional staff, skilled support staff, and student assistants in adequate numbers to meet its needs?

Rank 3.

AS3-30-309: How does the college ensure that the library’s professional staff have the appropriate accredited degrees?

Rank 2. Minimum requirement.

AS3-30-310: Does it encourage them to engage in appropriate professional activities?

Rank 2. Makes going to meetings difficult with paperwork and lack of funds.

AS3-30-311: How does the size of the library staff relate to the goals and services of the library, the college’s programs, degrees, enrollment, size of the faculty and staff, and auxiliary programs?

Rank 3.

AS3-30-312: Does library staff policies and procedures compare with college guidelines and sound personnel management, especially in the areas of hiring, recruitment, appointment, contract renewal, promotion, tenure, dismissal and appeal?

Rank 1. No written policy.


AS3-30-313: How do staff members who are responsible for instruction maintain sufficient knowledge and skills to be effective instructors?

Rank 1. Based upon previous educational experiences no new inservice.

AS3-30-314: How does the library provide security, preservation, and emergency training for its staff?

Rank 1. It does not.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Three: StaffDate of Response: May 28, 2003Response by: Francis Kuykendall, Interim Director



OB3-30-315: The librarian responsible for the media resources program should have a graduate degree form an ALA-accredited program in library or information science.

Rank 5. The ID is responsible for the media resources program and is a graduate of Texas Woman’s University Denton, Texas.

OB3-30-316: The librarian responsible for the media resources program should be encouraged to belong to and participate in media-related professional associations and other professional development.

Rank 4. The ID is an ALA and ArLA member; however, membership in AECT would be helpful. This is something to consider in the future when funds for travel are available.

OB3-30-317: Libraries should find continuing education opportunities and conference attendance for the librarian responsible for media program.

Rank 1. Due to funding cuts, the entire travel budget of $900 for FY-03-04 has been transferred to other accounts.

OB3-30-318: Support staff for the media resources program should have specialized media training and technical expertise.

Rank 1. Due to funding cuts, the entire travel budget of $900 for FY-03-04 has been transferred to other accounts.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Four: BudgetDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



SC4-40-400: The mission statement should form the basis for the program budget and be part of the institutional planning process; annual objectives should be developed by the learning resources staff.

Rank 1.

SC4-40-401: An ample and stable budget should be based either on a percentage of educational and general budget totals for the institution as shown in Table B or based on a dollar amount per full-time student equivalent as shown in Table C.

Rank 1.

SC4-40-402: Local processes should be developed so that all expenditures originate within the learning resources program and are reviewed by the chief administrator.

Rank 4.

SC4-40-403: Internal accounts should be maintained for evaluating the flow of expenditures, monitoring encumbrances, and approving payment of invoices.

Rank 4.

SC4-40-404: The learning resources budget should provide stable funding for contractual services, equipment and materials replacement, and for maintenance of automated public and technical services.

Rank 2.

SC4-40-405: All directly related revenues such as fines, payments for lost and damaged materials, sale of unneeded items, and student use fee, should be used solely for the support of collections, services, and activities of learning resources programs.

Rank 1.


Assessment Title: BudgetDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



AS4-40-406: Does the library director prepare, justify, and administer the library budget in accordance with agreed upon objectives?

Rank 3.

AS4-40-407: Are the library’s annual authorized expenditures adequate to meet the ongoing, appropriate needs of the library?

Rank 1.

AS4-40-408: How is the college’s curriculum taken into account when formulating the library’s budget?

Rank 1.

AS4-40-409: How are the instructional methods of the college, especially as they relate to independent study, considered when formulating the library’s budget?

Rank 1. They are not even considered by administration

AS4-40-410: What methods are used to determine the adequacy of existing collections?

Rank 2. Age of collection report; curriculum review is not adequate.

AS4-40-411: Is the budget adequate to maintain an appropriate rate of collection development in fields pertinent to the curriculum?

Rank 1. Absolutely not.

AS4-40-412: How does the size, or anticipated size, of the student body and the classroom faculty affect the library budget?

Rank 1. No, Availability of state funds determine budget.

AS4-40-413: Does the budget support an appropriate level of staffing and compensation?

Rank 2. To serve stakeholders the library needs two professional librarians and two technical assistants.


AS4-40-414: How is the adequacy and availability of funding for other library resources (e.g., Archives and Special Collections) determined?

Rank 1.

AS4-40-415: Does the library budget reflect the library’s responsibility for acquiring, processing, servicing, and providing access to media and computer resources?

Rank 2. Budget cuts decrease or eliminate resources such as standing orders and books. If LISTA funds had not supported the consortium purchase of EBSCOHost, the library would not have had funds FY 03-04 to purchase standing orders or any books.

AS4-40-416: To what extend does the library director have authority to apportion funds and initiate expenditures within the library budget and in accordance with college policy?

Rank 5. The director has complete authority.

AS4-40-417: How does the library monitor its encumbrances and the payment of its invoices?

Rank 4. A complete paper trail is kept paper and electronically. A running balance of all accounts are kept.

AS4-40-418: How does the library determine its choices and schedule it expenditures?

Rank 3. The rescheduling of standing purchases are in process, as a result all expenditures are encumbered within the first quarter. Courses are offered off campus; however, administration has not involved the library in any discussions.

AS4-40-419: Does the budget include adequate support for extended campus programs?

Rank 1. The balance of the budget is allocated throughout the FY.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Two: BudgetDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



SU4-40-420: Are the budgetary resources sufficient current activities and to provide for future development?

Rank 2. Distance learning classes are not supported through additional fund to the library for licenses.

SU4-40-421: Does the budget support the appropriate numbers and kinds of staff for the programs offered?

Rank 2.

SU4-40-422: Does the budget support the appropriate numbers and kinds of staff for the programs offered?

Rank 3.

SU4-40-423: Is the salary and benefits program adequate and designed to foster retention and recognize achievement?

Rank 2. The salaries for the Technical staff is low; however, it is inline with school policy.

SU4-40-424: Does the budget provide adequate support for other operating expenses, including automated services?

Rank 2. A new automated system is required because of IBM/Dynix marketing decisions.

SU4-40-425: Does the budget provide adequate support for new programs and innovations?

Rank 1.

SU4-40-426: Does the process by which the budget is developed allow for appropriate consultation?

Rank 1.


SU4-40-427: Does the library director have the appropriate level of discretion and control over the expenditure of the allocated budget?

Rank 5.

SU4-40-428: Are the numbers of staff adequate for the services provided?Rank 3.

SU4-40-429: Is the distribution of staff among programs appropriate?Rank 3.

SU4-40-430: Are the proportions of professional and support staff appropriate to the functions served?

Rank 3.

SU4-40-431: Is there an established staff development program for maintaining and improving the education and skills of the library staff?

Rank 1.

SU4-40-432: Are staffing needs properly taken into account in planning new ventures or expansions of existing programs by the college?

Rank 1.

SU4-40-433: Are the policies and procedures for handling staff matters properly formulated and available to staff members?

Rank 1. Procedures and Policies being developed during Fiscal Year 03-04.

SU4-40-434: Are they in written form?Rank 1.

SU4-40-435: Do they facilitate performance?Rank 1.

SU4-40-436: Do they hinder performance?Rank 1.

SU4-40-437: Is there a means for staff utilization/job analysis to assure that positions are properly assigned by level and that the staff are performing work appropriate to the level?

Rank 1.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Four: BudgetDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



OB4-40-438: The media resources mission statement should form the basis for the program budget and be part of the library planning process.

Rank 1. The media resources mission statement does not exist.

OB4-40-439: An ample and stable budget for the acquisition of media resources should be based either on a percentage of the total library acquisitions budget or on a formula related to collection use as measured by circulation statistics.

Rank 1. There is not set budget with the expectation of collection growth, institutional use or changes in technology. This is a critical problem.

OB4-40-440: Media equipment is essential to providing access to media resources. The library should establish an ample and stable budget for the maintenance and purchase of media equipment. The addition and replacement of equipment should be based upon a written plan.

Rank 1. While a budget is part of the overall library budget, there is not a separate budget to plan for either replacement or new purchase of current or new technology. The maintenance is paid from the Library Supply account. This is completely unacceptable. Currently plans are being developed to separate the budgets. This action will need to be discussed with the VP of Fiscal Affairs and approved.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Five: User ServicesDate of Response: May 28, 2003Response by: Francis Kuykendall, Interim Director



SC5-50-500: The learning resources program should provide a variety of services that support and expand the instructional capabilities of the institution.

SC5-50-501: The learning resources program should seek to enlarge access to the academic services available at the college and in the community in accordance with the college mission through networking, resource sharing, online information services, and technological advances.

SC5-50-502: Services provided should meet the institutional and information needs of students, faculty, staff, and administration: should provide professional assistance; and should include a minimum of information access provision for students in off-campus locations.

SC5-50-503: Necessary equipment to access information and to assist instruction should be available and efficiently managed.

SC5-50-504: Provision should be made for instructional support production services.

SC5-50-505: An information literacy program for students should be provided though a variety of techniques.


Assessment Title: ServicesDate of Response: August 1, 2003Response by: Francis Kuykendall, Interim Director



AS5-50-506: How well does the library establish. Promote, maintain and evaluate a range of quality services that support the academic program of the college and optimal library use?

Rank 2. A marketing plan is being planned with the colleges public relations coordinator and evaluation of service not available, services are being planned.

AS5-50-507: Are reference, circulation, and government document services designed to enable users to take full advantage of the resources available to them?

Rank 2.

AS5-50-508: How do student and faculty expectations affect library services?Rank 2.

AS5-50-509: How well do interlibrary loan and document delivery services support the needs of qualified users?

Rank 4.

AS5-50-510: Does the library maintain hours of access consistent with reasonable demand?

Rank 4.

AS5-50-511: What library services are provided for programs at off-campus sites?

Rank 1.

AS5-50-512: How are the needs of users and their satisfaction determined at those sites?

Rank 1.

AS5-50-513: How are students and faculty informed of library services?Rank 2.


AS5-50-514: Does the library maintain and utilize quantitative measurements of its ability to serve its users?

Rank 1. This is in the developmental stages. Lynn Westbrook user needs analysis is the foundation for the study and continued measurements.


Assessment Title: AccessDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



AS5-51-515: What methods are used to provide maximum intellectual and physical accessibility to the library and its resources?

Rank 2. Auto doors to building terminal are desk length limited to non existent data access.

AS5-51-516: How are the accuracy and currency of the catalog assured?Rank 2. Until the associate librarian became Interim Director, she reviewed records after tech input them. This is not done now because time restraints.

AS5-51-517: Is the arrangement of the collections logical and understandable?Rank 5.

AS5-51-518: Does the library provide timely and effective interlibrary loan or document delivery services for materials not owned by the library?

Rank 5.

AS5-51-519: Does the library participate in available consortial borrowing programs?

Rank 4.

AS5-51-520: Does the library provide sufficient numbers of appropriately capable computer workstations for access to electronic resources?

Rank 2. Due to backlog in Computer Tech some terminals not working or not reimaged.

AS5-51-521: Is access to the catalog and to other library resources available across campus and off-campus?

Rank 2. Telnet slow

AS5-51-522: In what ways does the library provide for its users who are engaged in distance learning programs?

Rank 1. Really does not exist because of age of software.


Assessment Title: InstructionDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



AS5-52-523: Does the library provide formal and informal opportunities for instruction?

Rank 3. Online tutorial being developed.

AS5-52-524: Does the library provide adequate space for instruction for both large and small groups?

No classroom, so instruction disrupts usual study by student.

AS5-52-525: Is the available space designed to provide hand-on instruction, as well as presentation of all types of resources?

Rank 2.

AS5-52-526: How do librarians work with classroom faculty in developing and evaluating library curricula in support of specific courses?

Rank 2.

AS5-52-527: Does the library provide a variety of education programs?Rank 2. How? Face to face and online.

AS5-52-528: Does the library promote and evaluate its instructional programs?Rank 2. How? Promote to student – flyers, posters, part of student orientation. Promote to faculty – e-mail, face to face.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Five: Access and Availability of the CollectionsDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



SU5-50-529: Are the policies governing access to and use of the collections clearly stated and readily available?

Rank 2. Needs revision and approval by Library Committee, and Board of Trustees.

SU5-50-530: Are the collection actually accessible and available?Rank 2.

SU5-50-531: Are the collections properly housed?Rank 4.

SU5-50-532: Are the bibliographic records appropriate?Rank 3.

SU5-50-533: Is the staff that is provided for automation, technical services, and other collection-related functions sufficient for the task?

Rank 5.

SU5-50-534: The library can readily provide materials not owned?Rank 3.

SU5-50-535: What kinds of cooperative programs are in place?

SU5-50-536: Is the level of staff support adequate?Rank 3. The Library Tech II needs to be ranked as a professional to receive adequate compensation for services provided and training.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Eight: ServicesDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



SU5-51-537: What range of services is offered?Rank 3. Reference, bibliographer prepared, equipment, instruction.

SU5-51-538: Over what range of time?Rank 3. Semester long

SU5-51-539: Are these services appropriate to the mission of the library?Rank 3. Could be more diverse

SU5-51-540: Are the locations where services are offered adequate to the purpose?

Rank 2. Needs easier access to Library Auditorium

SU5-51-541: What statistics and other measures of quality and quantity are maintained?

Rank 2. Circulation records, none other

SU5-51-542: Are the size and distribution of public service staff adequate for the numbers and kinds of users?

Rank 3.


Access Title: ServicesDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



Access to public services Number and skills of public services staff Existence and quality of various services provided to users.

AC5-50-543: Reference and information services.Rank 3.

AC5-50-543.1: Hours of service.Rank 4.

AC5-50-543.2: Staffing.Rank 3.

AC5-50-543.2A: Levels of staffing (i.e., profession, non-professional or a combination of both).

Rank 2. Upgrade of one technician to para professional or her 2nd professional.

AC5-50-543.2B: Reference staff’s knowledge of reference and information sources both within and beyond the library.

Rank 3.

AC5-50-543.2C: Reference staff’s familiarity with available technology and varied formats of information and their ability to assist patrons in their use.

Rank 3.

AC5-50-543.2D: Reference staff’s ability to work with patrons and to conduct reference interviews.

Rank 2. Training needs to be initiated too much is “on the fly” learning.

AC5-50-543.3: Whether reference service is provided in person, by telephone, or electronically.

Rank 3.


AC5-50-543.4: Availability of electronic databases.Rank 3.

AC5-50-543.5: Availability of access to local, regional and notional networks.Rank 2.

AC5-50-543.6: Written policies on reference and information services, including patron categories and privileges for each service.

Rank 2. In progress

AC5-50-543.7: Existence of charges for electronic services.Rank 1.

AC5-50-543.8: Effectiveness of reference and information service as measured by evaluation instruments.

Rank 1. No written evaluations.

AC5-50-544: Library instruction services.Rank 2. The professional staff instruction to students need complete revision.

AC5-50-544.1: Scope of instructional program: number of classes and number of students; ability and knowledge of students, staff or other participants in instructional program.

Rank 2. Student from other classes need to have like assignment.

AC5-50-544.2: Content of library instruction course.Rank 2.

AC5-50-544.3: Variety of types of library instruction offered, such as course-related or course-integrated session, workshops and seminars, credit courses, or computer-assisted instruction.

Rank 2. Being developed.

AC5-50-544.4: Availability of training, support and documentation for use of electronic sources of information.

Rank 2.

AC5-50-544.5: StaffingRank 3.

AC5-50-544.5A: Relationship between library instruction staff and teaching faculty.

Rank 2. Being developed.


AC5-50-544.5B: Library instruction staff’s knowledge of information sources, information structure, and information technology.

Rank 3.

AC5-50-544.5C: Library instruction staff’s teaching abilityRank 3.

AC5-50-544.5D: Adequate number of staff to provide instructional servicesRank 2.

AC5-50-544.5E: Ability of instructional staff to provide different levels of service based on user needs

Rank 3.

AC5-50-544.6: Availability and quality of handouts, guides, workbooks, and other instructional materials in a variety of formats.

Rank 1.

AC5-50-544.7: Effectiveness of instructional program as measured by evaluation instruments.

Rank 1.

AC5-50-545: Circulation servicesRank 4.

AC5-50-545.1: Circulation and policies for various categories and formats of materials.

Rank 2.

AC5-50-545.2: Circulation and use policies for various categories of patrons.Rank 2.

AC5-545.3: Length of time that materials circulate.Rank 4.

AC5-50-545.4: Timeliness with which materials are reshelved.Rank 4.

AC5-50-545.5: Ability of the circulation system to provide the patron with information regarding the circulation status of an item.

Rank 3.

AC5-50-545.6: Ability of the circulation system to issue recalls to retrieve materials which are checked out.

Rank 1.


AC5-50-545.7: Confidentiality of patron circulation or use records.Rank 2.

AC5-50-545.8: Existence of reserve services.Rank 3.

AC5-50-545.8A: Policies for selection of items to be placed on reserve.Rank 2.

AC5-50-545.8B: Policies and procedures for copyright compliance.Rank 2.

AC5-50-545.8C: Procedures for efficient processing of items requested for reserves.

Rank 5.

AC5-50-545.8D: Procedures to return items to stacks when no longer needed on reserve.

Rank 3.

AC5-50-545.9: Procedures for identifying and acting on lost, overdue, missing or damaged items or materials needing preservation attention.

Rank 3.


AC5-50-545.10A: Levels of staffing (i.e., professional, non-professional or a combination of both).

Rank 2.

AC5-50-545.10B: Circulation staff’s knowledge of policies and procedures.Rank 3.

AC5-50-545.10C: Ability of circulation staff to work with patrons and interpret policy.

Rank 3.

AC5-50-546: Interlibrary and other delivery services.Rank 3.

AC5-50-546.1: Availability of telefacsimile, document delivery, interlibrary loan and other such services.

Rank 4.


AC5-50-546.2: Categories and formats of materials that can be loaned, copied or borrowed.

Rank 3.

AC5-50-546.3: Patron categories and borrowing privileges for each service.Rank 3.

AC5-50-546.4: Special services available through resource-sharing agreements.Rank 2.


AC5-50-546.5A: Levels of staffing (i.e., professional, non-professional or a combination of both).

Rank 2.

AC5-50-546.5B: Media staff’s familiarity with available technology.Rank 3.

AC5-50-546.5C: Media staff’s knowledge of policies and procedures.Rank 2. Policies/procedures being revised.

AC5-50-546.5D: Media staff’s ability to work with patrons and interpret policy.Rank 2.

AC5-50-547: Other staffing issues.Rank 3.

AC5-50-547.1: Number of staff involved in providing public services.Rank 5. Number 4.

AC5-50-547.2: Initial and ongoing training and professional education programs for public services staff.

Rank 2. Nothing formal is developed.

AC5-50-547.3: Degree to which there is ongoing communication between public services staff and all other units.

Rank 5. We all in all units.


Access Title: BibliographicDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director

Catalog refers to a set of records for information or items owned by the library or available through resource sharing. Database refers to a set of records for information or items that may or may not be owned by the library.

Bibliographic access can be divided into four major categories:

Issues regarding catalog or database records, their structure, the fields in the records, the items listed in the catalog or database, the access points provided for them, and the format of the catalog or database.

Use of multiple catalogs or databases. Additional capabilities of catalogs or databases. Staffing issues.



AC5-51-548: Catalog or database records

AC5-51-548.1: Format of the catalog or database—card, online, microform, boo, CD-ROM, etc.

Rank 1.

AC5-51-548.1A: Format of screen display and record displayRank 2.

AC5-51-548.1B: Availability of instructions and assistance in catalog or database.Rank 1.

AC5-51-548.2: Bibliographic information in the catalog or database.Rank 1.6

AC5-51-548.2A: Level of coverage of a library’s collection in the catalog, or scope of a bibliographic database.

Rank 3.

AC5-51-548.2B: Level of detail in the descriptive portion of the record.Rank 3.


AC5-51-548.2C: Options to display more than one format of a bibliography record gor a catalog or database in an electronic form.

Rank 1.

AC5-51-548.2D: Analysis of complex bibliographic items, e.g., monographic series, articles in serials, etc.

Rank 1.

AC5-51-548.2E: Subject analysisRank 2.

AC5-51-548.2F: Number of subject headings and depth of subject analysisRank 2.

AC5-51-548.2G: Currency of subject headingsRank 3.

AC5-51-548.2H: Classification by call numberRank 5.

AC5-51-548.2I: Availability of information regarding local practice for catalogs.Rank 1.

AC5-51-548.2J: Frequency of update and revision of the catalog or databaseRank 1.

AC5-51-548.2K: Inclusion in catalog or database of materials available through resource-sharing programs.

Rank 1.

AC5-51-548.2L: Inclusion in catalog or database of information or items available through other external sources.

Rank 1.

AC5-51-548.2M: Relation of catalog or database to other bibliographic tools produced by the library such as local newspaper indexes, guides to special format collections, etc.

Rank 1.

AC5-51-548.3: Access points in the catalog or database records. Rank 2.1

AC5-51-548.3A: Authority control for names, titles and subject headingsRank 3.


AC5-51-548.3B: Number and types of access points.Rank 3.

AC5-51-548.3C: Keyword searching and the number and type of fields in a record for which keyword searching is available

Rank 2.

AC5-51-548.3D: Availability of Boolean operators and implementation of Boolean searching, i.e., implicit or explicit.

Rank 2.

AC5-51-548.3E: Qualifiers for searches such as language of publication, date of publication, physical format, etc.

Rank 2.

AC5-51-548.3F: Additional searching features such as proximity searching, wild card searching, left/right truncation, etc.

Rank 2.

AC5-51-548.3G: Availability to limit search to the contents of a particular collection.

Rank 1.

AC5-51-548.3H: Filing rules in the catalog or databaseRank 3.

AC5-51-548.3I: Separation of files by type of access points; e.g., a dictionary catalog versus author/title and subject catalog

Rank 1.

AC5-51-549: Use of multiple catalogs and databases

AC5-51-549.1A: Transferability of information among subsystems of an integrated library system or among different databases and catalogs.

Rank 1.

AC5-51-549.1B: Availability of circulation status information in the catalog, including codes for items unavailable to the user (at bindery, missing, etc.).

Rank 2.

AC5-51-549.1C: Availability of acquisitions “on order” and “in process” information in the catalog.

Rank 1.


AC5-51-549.1D: Availability of specific holdings and status information for such items as individual issues or volumes of werials.

Rank 1.

AC5-51-549.1E: Availability to user of authority files and thesauri used in determining form of access points.

Rank 1.

AC5-51-549.1F: Availability of authorization levels for various patron categories.Rank 1.

AC5-51-549.1G: Ability to add local holdings information to externally produced databases, e.g., citation databases which can display local serial holdings.

Rank 1.

AC5-51-549.2: Level of compatibility among multiple catalogs or databasesRank 1.

AC5-51-549.2A: Similarity of access points, search methods and filing rules.Rank 1.

AC5-51-549.2B: Similarity of display and format of recordsRank 1.

AC5-51-549.2C: Similarity of the scope of coverage of the library’s collection and other bibliographic items of each catalog or database.

Rank 1.

AC5-51-549.3: Availability of multiple catalogs or databases through one terminal.

Rank 1.

AC5-51-549.3A: Availability of locally produced bibliographic tools such as guides to special format collections via online catalogs or other electronic access.

Rank 1.

AC5-51-549.3B: Availability of electronic resources, including journal, through library workstations.

Rank 1.

AC5-51-549.3C: Design of interface for clarity in selecting database and in understanding the composition of each database or option.

Rank 1.


AC5-51-549.4: Availability of backups for catalogs or databases in electronic format.

Rank 2.

Ac5-51-550: Additional capabilities of catalogs or databases

AC5-51-550.1: Functions the use can perform through the catalog, such as checking out items, reviewing the user’s own circulation record, placing holds on circulating or “or order” items, or placing document delivery request.

Rank 1.

AC5-51-550.2: Ability for the user to print records from a catalog or database search.

Rank 2.

AC5-51-550.3: Ability for the user download information from catalog or database searches to microcomputer disk.

Rank 2.

AC5-51-550.4: Ability for the user to sort and format retrieved catalog or database search.

Rank 1.

AC5-51-550.5: Availability of a system to translate the results of a search in a citation database into a search of the library’s holdings for the retrieved items.

Rank 1.

AC5-51-550.6: Availability of dial-in access or LAN-based access for users in remote locations.

Rank 1.

AC5-51-550.7: Charges for access to online catalogs or databases, or for printing or downloading from catalogs or databases.

Rank 1. Do charge for printing which is ten (10) cents a copy.

AC5-51-550.8: Ability for the user to send search results electronically to a mailbox address.

Rank 2.

AC5-51-550.9: Additional future capabilities and limitations.Rank 2.


AC5-51-551: Staffing issues

AC5-51-551.1: Number of staff responsible for creating and maintaining bibliographic records for keeping any online systems functioning smoothly, and for assisting the public in the use of the records.

Rank 4 staff

AC5-51-551.2: Initial and ongoing training and professional education programs for staff.

Rank 2.

AC5-51-551.3: Degree to which there is ongoing communication among staff who create and maintain records, staff who manage online systems, and staff who assist the public in using these records.

Rank 4.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Five: User ServicesDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



OB5-50-552: The media resources program should provide a variety of services that support and expand the media resources collection.

Rank 2

OB5-50-553: Media resources should be accessible through resource sharing in accordance with the ALA Video Round Table Guidelines for the Interlibrary Loan of Audiovisual Formats.

Rank 3. Students, faculty, and staff are eligible to ILL.

OB5-50-554: Specialized media-related reference services, supported by appropriate print and electronic reference services, should be available to assist the students, faculty, and staff in meeting their instructional, informational, and research needs.

Rank 2. The library has a web page with instructional, informational and research sections; however, the website is in the formative stages.

OB5-50-555: The necessary equipment to access media resources should be available and maintained to provide ready access to collections.

Rank 3. Access to necessary equipment is in line with the requests made by the patrons.

OB5-50-556: Instruction programs should incorporate the use of media resources as information sources for instruction and research.

Rank 2. The ID who provides instruction knows the value of using media resources; however, it is not currently adequately used. This will be rectified during the 03-04 academic year.

OB5-50-557: The media resources librarian should offer assistance to educators who want to integrate the use of media resources into their courses, either as a part of classroom instruction or as supplement study in the library.

Rank 2. The ID recognized the importance of this service but has not been actively pursuing this service due to time restraints.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Eight: Bibliographic Access and CatalogingDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



OB5-51-558: Bibliographic and holdings information about media resources should be made accessible through the same retrieval mechanisms available for other library materials.

Rank 5. All media resources are accessible through the OPAC using LC cataloguing and subject headings.

OB5-51-559: Media resources should be cataloged in accordance with current national standards and practices, including full subject access, description, system requirements, and classification to provide maximum information to the user of the library catalog.

Rank 5.

OB5-51-560: Media resources should be cataloged in a timely fashion, with sufficient level of support for catalogers, equipment, and training to ensure that the materials will not be backlogged.

Rank 5. Cataloguing occurs within one week of access.

OB5-51-561: Summary statements in bibliographic records should supply users with important information about the content and purpose of media resources and not simply repeat publicity statements found on packaging.

Rank 4. Equipment requirements are checked and indicated; however the 500-field is not usually completed. Subject headings provide the topical information. The cataloguing tradition of the library has been to omit 500-field information.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Six: CollectionsDate of Response: May 8, 2003Response by: Francis Kuykendall, Interim Director



SC6-60-600: The learning resources program shall make available an organized collection of materials and information in diversified formats including print and nonprint media, computer software, optical storage technologies, and other.

SC6-60-601: A collection development policy statement shall serve as the basis for selection and acquisition of materials.

SC6-60-602: The selection of materials should be coordinated by professional staff, working closely with the campus community. Final management decisions as to the order in which materials are to be purchased and what gifts should be accepted and processed are the responsibility of the program administrator.

SC6-60-603: The collection shall be of sufficient scope and currency to support the curriculum as well as meet individual information needs of students and faculty.

SC6-60-604: Obsolete, worn-out, and inappropriate materials should be removed based on a policy statement.

SC6-60-605: The reference collection shall include a wide selection of standard works, with subject bibliographies and periodical indexes in print and electronic formats.

SC6-60-606: Collections should be organized to provide users with full, efficient, and direct access.


Assessment Title: ResourcesDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



AS6-60-607: What criteria are used to make decisions about the acquisition, retention, and use of print electronic, and media resources?

Review of the curriculum, selection guide, and age of collection.

AS6-60-608: How does the library select resources for its users?Using review agencies and onsite selections.

AS6-60-609: What is the role of the classroom faculty in the selection of library resources and in the ongoing development and evaluation of the collection?

Faculty encouraged to recommend

AS6-60-610: Does the library have a continuing and effective program to evaluate its collections, resources and online databases, both quantitatively and qualitatively?

Rank 2.

AS6-60-611: Do print, media, and electronic resources reflect campus curricular and research needs?

Rank 2.

AS6-60-612: Does the library have sufficient user licenses for its electronic resources so that on-site and remote users can be accommodated?

Rank 2.

AS6-60-613: How are consortium purchasing and licensing agreements utilized?Rank 2.

AS6-60-614: Does the library maintain the currency of the collection through a judicious weeding program?

Rank 1. Absolutely not forty-one (41) percent of collection or twenty (20) years.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Three: CollectionDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



SU6-60-615: Is there a written policy for managing the collection?Rank 2.

SU6-60-616: Does this policy address issues of user satisfaction?Rank 1.

SU6-60-617: Is there provision for considering change in academic needs?Rank 2.

SU6-60-618: What basis is used for determining collection levels and sizes?Rank (money)

SU6-60-619: Is there evidence of areas of undersupply?Rank (absolutely)

SU6-60-620: Is there evidence of areas of oversupply?Rank (perhaps)

SU6-60-621: Does current collecting reflect an appropriate level of program support?

Rank 2. No

SU6-60-622: Is there appropriate provision for the review of the current collection?

Rank 2.

SU6-60-623: Is there provision for the transfer and relocation of collections or portions of collections if and when appropriate?

Rank 1.

SU6-60-624: Is there provision for the consideration of consortial and other relationships?


Rank 2.

Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Six: Preservation and ConservationDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



SU6-61-625: Does the library have proper environmental controls?Rank 3.

SU6-61-626: Does the library have an emergency plan?Rank 1.

SU6-61-627: Does the library budget have adequate provision for the preservation and repair of damaged, aged, and brittle books?

Rank 2.

SU6-61-628: Does the library have adequate safeguards against lost, mutilation, and theft?

Rank 3.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Seven: Resources UsageDate of Response: November 6, 2003Response by: Francis Kuykendall, Interim Director



SU6-62-629: What are the library policies for resource use?See policy number

SU6-62-630: How much is the collection used?Rank 2.

SU6-62-631: How well is the collection used?Rank 2.

SU6-62-632: What is the fulfillment ration?Rank 2.

SU6-62-633: What is the relationship between collection size, collection growth rate, and collection use?

Rank __


Assessment Title: Collection ManagementDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director

“Collection management concerns the theoretical and procedural bases by which collections of information resources in academic libraries are developed, improved, and maintained.” (Guideline…Access, 6)

Preparation of collection management policy statements; Identification and provision of selection and review of materials’ Determination and provision of financial resources for the acquisition of

materials; Specification of timetables and procedures for the assessment of

collections; Provision of policy statements and procedures for the renewal of

collections and replacement of materials; Pertinent staffing issues.



AS6-61-634: Collection development/management policies

AS6-61-634.1: Statement of purpose for the library’s collections (compare with library and institutional missions).

Rank 2.

AS6-61-634.2: Statement of library’s policy on intellectual freedom.Rank 2.

AS6-61-634.3: Consultation with user groups.Rank 2.

AS6-61-634.4: Schedule for periodic review of policy statements.Rank 2.


AS6-61-635: Materials selection and review

AS6-61-635.1: Selection of vendors for expeditious receipt of materials ordered and standing orders.

Rank 1.

AS6-61-635.1A: Consideration of vendors with automated ordering systems compatible with the library’s internal automated and manual bibliographic management operations.

Rank 1.

AS6-61-635.1B: Consideration of shared vendors among libraries for cooperative collection development.

Rank 1.

AS6-61-635.1C: Negotiation of contracts with vendors of products which are distributed via telecommunications, or are maintained in electronic formats.

Rank 1.

AS6-61-635.2: Selection of tools to support acquisitions of materials.Rank 2.

AS6-61-635.2A: Use of online and union library catalogs which support cooperative collection development and resource sharing.

Rank 1.

AS6-61-635.3: Development and management of approval plans.Rank 1.

AS6-61-635.3A: Creation of periodicals management systems with reliable jobbers.

Rank 3.

AS6-61-635.3B: Establishment and management of deposit accounts and other means for acquisition of government corporate, and other specialized non-trade materials.

Rank 1.

AS6-61-635.4: Provision of specialized bibliographic roles for librarians as selectors of print and nonprint materials.

Rank 1.

AS6-61-635.4A: Service as library liaisons to academic departments for collaborative development of collections.

Rank 2. Being developed 03-04


AS6-61-635.4B: Promotion of participation by faculty in the materials selection process.

Rank 1.

AS6-61-635.5: Management of procedures for the acquisition of materials not acquired through purchase, e.g., exchange programs, gift.

Rank 1.

AS6-61-635.5A: Service as depository for documents or other materials.Rank 1.

AS6-61-635.5B: Receipt and management of archival materials from parent institution, consortium, etc.

Rank 1.

AS6-61-635.6: Consideration of consortium agreements on cooperative collection development and resource sharing.

Rank 2.

AS6-61-635.6A: Identification of subject emphases associated with the library and with other cooperating libraries.

Rank 1.

AS6-61-635.7: Provision of means to review interlibrary loan and resource sharing transactions in support of decision to acquire materials.

Rank 1.

AS6-61-635.8: Provision of procedures for users to request materials.Rank 1.

AS6-61-635.8A: Schedule for timely review of user requests to ensure responsible purchase or borrowing of requested information.

Rank 1.

AS6-61-635.9: Provision of procedures and schedules for the maintenance of the library’s collection.

Rank 2.

AS6-61-635.9A: Establishment of retention policies for periodicals and other materials.

Rank 3.

AS6-61-635.9B: Statement of policies concerning the initial purchase of subsequent conversion of formats from the original to a second, more stable, medium for foster access and long term preservation.

Rank 2.


AS6-61-635.9C: Determination of a materials retention policy.Rank 2.

AS6-61-635.10: Development of procedures for inspecting the physical condition of current collections, gifts, etc. for damage or wear.

Rank 1.

AS6-61-636: Financial resources

AS6-61-636.1: Preparation of budget requests for adequate growth and maintenance of collections.

Rank 1.

AS6-61-636.1A: Development and recognition of endowed accounts and other income-producing sources which augment annual operating funding.

Rank 1.

AS6-61-636.1B: Provision of funds for replacements.Rank 1.

AS6-61-636.1C: Inclusion of budgeted funds for replacements.Rank 1.

AS6-61-636.2: Determination of a method for the annual allocation of financial support.

Rank 1.

AS6-61-636.3: Development of internal schedules for the expenditures of annual materials budgets.

Rank 2.

AS6-61-636.4: Provision of efficient and accurate accounting systems for management of acquisitions funds.

Rank 3.

AS6-61-636.4A: Assurance of compatibility with parent institution accounting system

Rank 3.

AS6-61-636.4B: Provision of flexible accounting to support cooperative acquisitions and finances associated with resource sharing.

Rank 3.


AS6-61-637: Collection assessment

AS6-61-637.1: Preparation of procedures and scheduling of ongoing collection assessment to determine the levels of content depth and breadth.

Rank 1.

AS6-61-637.1A: Establish means for inclusion of faculty in assessment process.Rank 1.

AS6-61-637.1B: Incorporation of consortia or other cooperative program’s collection development criteria in collections assessment.

Rank 1.

AS6-61-637.2: Assessment of the impact of various formats and means of use and storage on access.

Rank 2.

AS6-61-637.2A: Electronic publication, e.g., online or CD-ROMRank 2.

AS6-61-637.2B: MicroformsRank 2.

AS6-61-637.2C: Other information formats, e.g., projected media, optical disc, video, etc.

Rank 2.

AS6-61-638: Replacement policies and collection maintenance

AS6-61-638.1: Provision of procedures for decisions on the retention or weeding of monographs, serials, etc.

Rank 1.

AS6-61-638.2: Consideration of user access requirements (academic calendars, research periods) when developing bindery and format conversion schedules.

Rank 1.

AS6-61-638.3: Awareness of access when considering an alternate format (for preservation or storage purposes) to that of the original format.

Rank 1.


AS6-61-639: Staffing

AS6-61-639.1: Consideration of number of required staff to perform adequate collection management and access services.

Rank 3.

AS6-61-639.2: Identification and provision of appropriate initial and ongoing staff development for selection, cooperative selection, user needs awareness, etc.

Rank 1.

AS6-61-639.3: Provision for means for ongoing interaction between acquisitions, technical services, and public services staff to ensure effective communication and cooperation on access issues.

Rank 4.


Assessment Title: Preservation Access IssuesDate of Response: August 22, 2003Response by: Francis Kuykendall, Interim Director

Priorities for preservation; Reforming issues; Physical conditions impacting storage and retention; Access issues unique to general collections; Access issues unique to special collections; Staffing issues



AS6-62-640: Preservation prioritiesRank 1.

AS6-62-640.1: Preparation of a preservation policy statementRank 1.

AS6-62-640.2: Completion and periodic updating of site and collection condition surveys.

Rank 1.

AS6-62-640.3: Determination and periodic review of preservation priorities based on understandings of both primary and cooperative collection responsibilities.

Rank 1.

AS6-62-640.4: Provision of bibliographic access to materials in all special collections, regardless of access restrictions to physical items.

Rank 3.

AS6-62-641: Reformatting issuesRank 1.

AS6-62-641.1: Determination of procedures for replacing brittle books, and other materials, including input from selectors regarding projected use, preferred format, etc.

Rank 1.

AS6-62-641.2: Determination of archival obligations for access and retention.


Rank 1.

AS6-62-641.2A: Use of standardized levels of cataloging to preservation projects.

Rank 1.

AS6-62-641.2B: Provision of user copy in readily accessible formats whenever the mater must be restricted.

Rank 1.

AS6-62-642: Physical conditionsRank 2.

AS6-62-642.1: Consideration of required storage and handling conditions for the long term preservation of original formats, e.g., flat shelving for folios, absence of electromagnet fields for magnetic storage media, appropriate photocopy equipment, etc.

Rank 2.

AS6-62-642.2: Provision of adequate and reliable environmental controls.Rank 3.

AS6-62-642.3: Preparation of disaster recovery plan.Rank 1. As of September 2003 being developed.

AS6-62-643: Access to general collectionsRank 2.

AS6-62-643.1: Provision of a conservation repair unit at the library.Rank 1.

AS6-62-643.2: Definition of criteria for the determination of materials from the general collection warranting conservation treatment.

Rank 1.

AS6-62-643.3: Evaluation of current or proposed library binding procedures and vendors.

Rank 3.

AS6-62-643.4: Evaluation of materials processing operations to ensure conformity with accepted archival practices.

Rank 3.

AS6-62-643.4A: Bar coding, security detection, bookplates, etc.Rank 4.

AS6-62-644: Access to special collections


Rank 2.

AS6-62-644.1: Evaluation of processing procedures.Rank 2.

AS6-62-644.2: Establishment of priorities for conservation treatment.Rank 1.

AS6-62-644.3: Consideration of access criteria for materials in special collections.

Rank 1.

AS6-62-644.3A: Security issues.Rank 3.

AS6-62-644.3B: Policies on duplication (including user fees, etc.).Rank 4.

AS6-62-644.3C: Interlibrary loan policies.Rank 3.

AS6-62-645: Staffing issuesRank 2.

AS6-62-645.1: Provision of number and level of staff appropriate to address preservation, conservation and access.

Rank 3.

AS6-62-645.2: Provision for maintenance of communications among all organizational units to ensure efficiency and optimum access conditions.

Rank 3.

AS6-62-645.3: Provision of education programs for staff and users.Rank 2.

AS6-62-645.4: Provision of periodic library staff training in disaster preparedness and recovery techniques.

Rank 1.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Six: CollectionDate of Response: August 23, 2003Response by: Francis Kuykendall, Interim Director



OB6-60-646: The media resources program should make available an organized collection of materials and information in diverse formats.

Rank 1. Currently slides, filmstrips, compact disc, videocassettes, laserdiscs, DVD formats are available. The collection is well organized with all resources LC catalogued and shelved as a separate collection. This arrangement is preferred by the faculty and staff.

OB6-60-647: The library should have a separate, written collection development policy statement to serve as the basis for selection and acquisition of media resources.

Rank 1. Currently there is no separate, written collection development policy statement for selection and acquisition for media resources.

OB6-60-648: The selection of media resources materials should be the shared responsibility of librarians specifically charged with building the media resources collection and the subject selectors.

Rank 3. Since January 2003 the ID has not selected media resources. However, in the future this shared responsibility will be in effect. The subject selectors will be the subject area faculty.

OB6-60-649: Obsolete, warn out materials should be systematically removed from the collection and replaced if necessary.

Rank 1. This does not happen. While an ongoing deselection process is practiced for the print and periodical collections, there has been no deselection process for media materials.

OB6-60-650: Libraries should develop procedures to address media resources on dying and obsolete formats, in order to preserve access to content that is jeopardized by changing technologies.

Rank 1. A policy does not currently exist; however the ID is in the initial stages of investigating conversion hardware to reformat resources that are available in changing technologies.


OB6-60-651: The media resources reference collection should include a wide selection of standard works and specialized reference tools in all formats.

Rank 2. The collection does not include a wide selection of anything.


Standard Title: ALA Standards for Community, Junior, and Technical College Learning Resource Programs (1994)Standard Seven: FacilitiesDate of Response: May 8, 2003Response by: Francis Kuykendall, Interim Director



SC7-70-700: The learning resources program should provide adequate space for housing collections in a variety of formats, for study and research, for public service activities, for staff workrooms and offices, and for basic production.

SC7-70-701: Student seating should approximate a minimum of 10% of the FTE enrollment. The space for user activities should accommodate a wide variety of learning styles and study situations, should be attractive, comfortable, and designed to encourage use. Different types of seating arrangements should be offered. See ACRL Standards & Guidelines/ALA Manual/section 4 page 13 of 18 for recommendations.

SC7-70-702: The generally accepted formula for books and other bound collections is calculated at 10 bound volumes per assignable square foot. This number should be doubled to 20 volumes per square fort if compact shelving is used. Other materials such as audiovisual, software, microforms, maps, archives, and should be converted to volume equivalents by using one of the existing conversion tables available in the literature and should be included in the total stack estimate. Anticipated growth of the collection should be factored into the calculations.

SC7-70-703: Staff space for workrooms, offices, equipment areas, etc. should be in compliance with state and institutional guidelines (7.0). A minimum of 175 square feet per staff member to accommodate new technologies, equipment, and hardware is desirable. Individual offices for professional staff and administrators should be figured at 200 square feet per person (Boos, page 108).

SC7-70-704: New construction and remodeling projects must be in compliance with the Americans with Disabilities Act (ADA) enacted July 1990.

SC7-70-705: Space assigned to learning resources should be restricted to the functions for which it was designed.


Assessment Title: FacilitiesDate of Response: August 23, 2003Response by: Francis Kuykendall, Interim Director



AS7-70-706: Does the library provide well-planned, secure, and adequate space for users?

Rank 3.

AS7-70-707: Are building mechanical systems properly designed and maintained to control temperature and humidity at recommended levels?

Rank 3.

AS7-70-708: What are the perceptions of users regarding the provision of conducive study spaces, including a sufficient number of seats and varied types of seating?

Rank 2.

AS7-70-709: Is there enough space for the library’s collections?Rank 3.

AS7-70-710: Does the staff have sufficient workspace, and is it configured to promote efficient operations?

Rank 3.

AS7-70-711: Is the library’s signage adequate?Rank 1.

AS7-70-712: Does the library provide ergonomic workstations for its users and staff?

Rank 1.

AS7-70-713: Are electrical and network wiring sufficient to meet the needs associated with electronic access?

Rank 2.

AS7-70-714: Does the library meet the requirements of the Americans with Disabilities Act?

Rank 2.


AS7-70-715: Are facilities provided to distance learners in accordance with ACRL guidelines?

Rank 1.


Standard Title: Standards for University Libraries: Evaluation of Performance (ACRL 1989).Adequacy Four: Building and EquipmentDate of Response: August 23, 2003Response by: Francis Kuykendall, Interim Director



SU7-70-716: Are the buildings sufficient to house staff and collections?Rank 3.

SU7-70-717: Are the buildings adequately maintained?Rank 3.

SU7-70-718: Are there appropriate space plans?Rank 2.

SU7-70-719: Is there appropriate provision for use by the handicapped?Rank 2.

SU7-70-720: Is the range, quantity, and location of equipment adequate to the programs offered?

Rank 2.

SU7-70-721: Is the equipment adequately maintained?Rank 3.

SU7-70-722: Is there budgetary provision for upgrading, repairing, or replacement?

Rank 1.

SU7-70-723: Is there evidence of planning for the used new and improved technologies?

Rank 1.


Objective Title: Guidelines for the Preparation of Policies on Library Access (ACRL, 1992)Date of Response: August 23, 2003Response by: Francis Kuykendall, Interim Director

“the word ‘access’ carries with it policy concerns about the library users’ rights, which broadly and briefly stated, involve the right to enter and use a library’s holdings without limitations in the forms of:

Architectural barriers; Sociological/economic factors; Ideologically biased selection practices; Usages or circulation restrictions; Hidden (or unpublicized) services; Unqualified staff; Fees for the use of any materials or services.” (Guidelines….Access, 1)

See Guidelines… Access, 2 for considerations for developing an access policy



Access Facilities1. Patron access to the library buildings, collections, and services2. Physical location and availability of collection and services within the library3. Staffing

OB7-70-724: Patron access

OB7-70-724.A: Services available for each patron categoryRank 3.

OB7-70-724.B: Requirements for identificationSee policy number 1.1

OB7-70-724.1: Handicapped access

OB7-70-724.1A: Availability of nearby handicapped parkingRank 1.


OB7-70-724.1B: Adequate ramps to building entranceRank 4.

OB7-70-724.1C: Availability of outside book returnsRank 4.

OB7-70-724.1D: Suitable entrance/exit for physically handicapped patronsRank 4.

OB7-70-724.1E: Uncluttered lobby and corridorsRank 3.

OB7-70-724.1F: Special services for the handicapped users

OB7-70-724.1F1: Signage for the deafRank 1.

OB7-70-724.1F2: Self-help equipment (e.g., Kurzwell reading machines, page turner, large print readers, and/or terminals)

Rank 1.

OB7-70-724.1G: Training on specialized equipment for staff and usersRank 1.

OB7-70-724.1H: Assistance from public services staffRank 1.

OB7-70-724.1I: Furniture designed to accommodate handicapped usersRank 1.

OB7-70-724.1J: Written policies on serving handicapped usersRank 1.

OB7-70-724.1K: Staff training programs on serving handicapped usersRank 1.

OB7-70-724.1L: Compliance with the Americans with Disabilities ActRank 1.

OB7-70-724.2: Patron Security

OB7-70-724.2A: Policies and procedures to protect safety of patronsRank 2.


OB7-70-724.2B: Policies and procedures for emergency evacuation of all patronsRank 3.

OB7-70-724.2C: Policies to deal with inappropriate or illegal patron behaviorRank 1.

OB7-70-724.3: Environmental conditions

OB7-70-724.3A: Temperature and humidity controls of the buildingRank 4.

OB7-70-724.3B: Appropriate lighting levels for various areas of the library (consider lighting for stacks, glare on terminals, effect of lighting on preservation of materials)

Rank 4.

OB7-70-724.3C: Noise (consider adjacency of public services areas to study areas, white noise, sound proofing)

Rank 2.

OB7-70-725: Physical location of collections and services

OB7-70-725.1: Collections

OB7-70-725.1A: Closed or open stacks or combination policies and proceduresRank 1.

OB7-70-725.1B: One call-number sequence or several sequences for different collections

Rank 4.

OB7-70-725.1C: Special locations (e.g., reference)Rank 4.

OB7-70-725.1D: Centralized library systemRank 4.

OB7-70-725.1E: Security system and other measures to reduce theft and mutilation of materials

Rank 4.


OB7-70-725.2: Location and identification of service points

OB7-70-725.2A: Placement of all service desks in locations convenient to usersRank 4.

OB7-70-725.2B: Clear and effective sign systemRank 1.

OB7-70-725.2C: Location of end-user access tools (computer information terminals, catalogues and indexes)

Rank 3.

OB7-70-725.2D: Location of specialized use areas (e.g., group study rooms, faculty studies, microcomputer lab)

Rank 2.

OB7-70-725.2E: NoiseRank 1.

OB7-70-725.3: Equipment and furniture

OB7-70-725.3A: Availability of equipment (type, number, location, and management of)

Rank 2.

OB7-70-725.3B: Public copying machines (both paper and microform)Rank 3.

OB7-70-725.3C: Terminals and computers for accessing databasesRank 2.

OB7-70-725.3D: Typewriters, telefacsimile, and telephonesRank 1.

OB7-70-725.3E: Videocassette recorders, compact disk players, slide projectors, and other audiovisual equipment

Rank 4.

OB7-70-725.3F: Maintenance of equipment with minimum down time and a regular schedule for upgrades or replacements

Rank 2.

OB7-70-725.3G: Maintenance contracts for repair of equipment on a timely basisRank 4.


OB7-70-725.3H: Availability of duplication servicesRank 2.

OB7-70-725.3I: Charges for using equipment. Provision for change and billsRank 1.

OB7-70-725.3J: Provision for credit or debit cards for printingRank 1.

OB7-70-725.3K: Availability of furniture (number, location, and variety to accommodate diverse study styles)

Rank 2.

OB7-70-725.3L: Availability of individual carrels, reserved or openRank 2.

OB7-70-725.3M: Availability of group study roomsRank 3.

OB7-70-725.3N: Availability of faculty conference roomsRank 4.

OB7-70-725.3O: Availability of lounge/study chairsRank 3.

OB7-70-725.3P: Availability of study tablesRank 3.

OB7-70-725.3Q: Availability of handicapped accessible tablesRank 1.

OB7-70-725.3R: Availability of well-equipped facility for library instruction (e.g., video display equipment, display systems, access to online systems)

Rank 3.

OB7-70-726: Staffing issues

OB7-70-726.1: Identification of staff responsible for building management, for response in emergencies, and form maintenance of environmental conditions

Rank 3.

OB7-70-726.2: Degree to which there is ongoing communication between library administration and campus facilities management to ensure safety and security of people and collections

Rank 4.


Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).Objective Seven: FacilitiesDate of Response: August 21, 2003Response by: Francis Kuykendall, Interim Director



OB7-71-727: The media resources program should provide adequate space for housing collections and for use of the materials. Any renovation of media space should consider the rapid evolving world of digital media and the attendant networking requirements. Magnetic materials and optical storage media required specialized storage for conservation and preservation. Archival collections should receive special treatment and handling.

Rank 2. Storage exists but it is not adequate for increase of collection or for production needs.

OB7-71-728: Media resources should be available in a variety of playback situations. Including a mixture of individual, small group, and large group view facilities.

Rank 4. Prior to January 2003 the library had only 2 listening/viewing rooms with TV/VCR combinations, a CD stereo in one, and one DVD player with one TV unit. The rooms would only seat a maximum of 4 students. If additional viewing/listening space was needed, the student was put in the media collection room. This situation limited the use of the dubbing services. However, since that time, repurposing of the Library Director’s office into a Library Conference room, audiences of 8-10 can participate in a satellite conference, view video or DVD programs on a 27” TV. This room will also be used as a small group study room as well as housing our small collection of Arkansas resources.Previously satellite presentations were only accessible in the Library Auditorium that is scheduled often for community activities and a very inconvenient access point in the classroom building. (The receiver and the presentation classroom were on different floors of the building and the receiver was in a closet. This setup was most inconvenient because a library staff member was out of the library to provide services as well as being in a closet).The current Reading and Special Collection Room is being rewired as the Director’s office. By repurposing these two rooms and the purchase of DVD players and a portable stereo system, the students will have access


to 3 viewing/listening rooms. Headphones are available for students using the TV and stereo. This will allow a minimum of two students using each room if necessary.

OB7-71-729: Archival media resources collections require specialized storage and handling. The library should establish a program for archiving media resources, even if housed in a separate special collection.

Rank 1. These services are not provided by the library.


Documents

linc.southark.edulinc.southark.edu/Library/LIBRARY SELF STUDY.doc · Web viewAssumption 2: All media resources will be catalogued in accordance with current national standards and